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Friendship and Identity in a Language-Integrated School
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| Authors/collaborators |
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| Title |
Friendship and Identity in a Language-Integrated School
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| Abstract |
The authors used a cross-sectional design to inquire about peer relations of eighty-five second and fifth grade students in two integrated Anglophone and Francophone schools in Montreal. Data on same- and cross-ethnic identification, interactive companions and mutual best friends were collected for each student. The authors' overall findings were that students had more companions from their own than the other ethno-linguistic group, but equivalent numbers of mutual best friends. Same- and cross-ethnic mutual friends were rated similarly in terms of friendship quality. The authors' exploratory in-depth interviews with sixteen students indicated that cross-ethnic relationships ran into two barriers. One was that they were limited to only a few activities and locations and so did not become personalized. The second was that in-group and out-group friends did not always mix well.
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| Publication |
International Journal of Behavioral Development
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| Volume |
vol. 31
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| Issue |
no. 5
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| Pages |
445-453
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| Date |
September 2007
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| Language |
en
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| Citation |
Aboud, Frances E., and Janani Sankar. “Friendship and Identity in a Language-Integrated School.” International Journal of Behavioral Development 31, no. 5 (September 2007): 445–453.
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